Geo-swerving: everything you need to know
Your students are considering going to university in new and unfamiliar countries – also known as geo-swerving. What do you need to know?
Marsha Oshima
Students may wish to consider studying in new and unfamiliar countries – also known as geo-swerving – as a way to expand their higher-education choices.
“Geo-swerving” is a term coined by Joan Liu, founder of Second Chance, a non-profit organisation working with high academic-low income students and the Nepal Justice League. For the purposes of this article, I define geo-swerving as pursuing post-secondary study in countries that are outside the typical list of destinations at your school.
Students will have little to no initial knowledge about universities in these locations. Geo-swerving asks that a student embrace change and be willing to make a personal leap of faith.
Reasons for geo-swerving
Students consider geo-swerving for practical as well as aspirational reasons.
Financial imperatives
While the US and UK are top destinations, international students are increasingly looking for options where costs are comparable or significantly lower. For example, tuition in Hong Kong ranges from around USD$11,500 to $32,000 (£9,100 to £25,300) per year. In Hungary, tuition for most bachelor programmes at the University of Pecs costs around USD$5,400–$7,500 per year. Universities might offer scholarships based on merit or awards for students from specific countries or studying towards certain majors or courses.
Broadening options to find the best fit
Students from international schools might want to further their international exposure in a new country. They may have preferences for a type of learning environment that differs from their home country or from the country where their high school is located. They might be looking for more choices for highly competitive courses or majors, such as medicine.
Longer-term career opportunities
Students might want to gain experience in other countries for reasons such as future employment options, immigration or building cross-cultural and language skills.
Implications of geo-swerving
Students who geo-swerve might be the first or only applicant from their school to a particular destination. Before they start applying, students should think about the potential opportunities arising from or barriers to study in new countries, and the impact they anticipate when transitioning to a new place.
The realities of a new country
What type of environment would they be going into academically and socially at a university? Have they considered what it will be like to live on their own in a new culture?
Adjusting as a trailblazer
What will it be like to live far from home, especially if the student does not have family or friends in the new country? What are the student’s expectations, in terms of travelling home for holidays or breaks, and will this be possible financially?
Opportunities or barriers
What are the possibilities for part-time work or internships? What are the pathways to postgraduate study or recognition of credentials in their home country or in the country where they hope to live and work some day?
Practicalities
What are the on-campus and off-campus housing options and costs? Medical services? Overall cost of living? What are the accommodation options if housing is not available when the university is out of session? What international student services are offered? Are there potential challenges for visa applications?
Counselling geo-swervers
Some countries where students want to geo-swerve might not be familiar to you as the counsellor. Give yourself and the students additional time to research and prepare for extra steps.
Take time to understand the application process – university websites should be your first stop, but also look at Facebook or other social-media groups of admissions officers or counsellors from the relevant country or region. You do not need to be the expert and gather all the details; instead show the student how to research and take a “let’s learn together” approach.
Check for additional requirements for language testing – SAT/ACT scores or university-specific entrance testing.
Lay out the timing of applications and decisions – application periods and decision times may vary. Students need to understand the calendar involved: when they will submit applications, hear from different universities and finally accept or decline offers. Students might need to prioritise certain countries, delay some applications or in some cases consider a gap year. Holding on to all offers and then deciding is often not possible.
Know what documentation will be needed and prepare well in advance. For example, some universities will require exam results in a specific delivery format, an apostille (authenticated seals or signatures) or validation of transcripts and exam results by embassies or educational bodies.
Finally, it is important to take a reality check when list-building. Geo-swerving offers exciting new options, but casting the net wider is not always the best strategy. Students need to carefully consider the time involved and their genuine interest in new locations.
Figures were correct at the time of publication